東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring Systemic Collaboration Acr...

Foltz-Rea, Lori L.

Linked to FindBook

Google Book

Amazon

博客來

Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems./
Author:	Foltz-Rea, Lori L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	386 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: B.
Contained By:	Dissertations Abstracts International82-09B.
Subject:	Educational philosophy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28317990
ISBN:	9798582513605

Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems.
Foltz-Rea, Lori L.

Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 386 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: B.

Thesis (Ph.D.)--Walden University, 2021.

This item must not be sold to any third party vendors.

Despite government policies and reform efforts, the adoption of improvement systems that include collaborative practices has failed to increase student achievement as measured on Ohio's state report cards for public school districts that have implemented the Ohio Improvement Process. Systemic, collaborative practices hold promise, but a gap existed in understanding how members engaged in collaborative practices across the organization. The study's purpose was to qualitatively explore principals', teachers', and district-level administrative members' behaviors, perceptions, and practices across one Ohio school district's three organizational strata associated with teaching and learning to discover how collaborative practices influence continuous improvement. Gronn's leadership distribution theory and Senge's organizational learning theory served as the foundation for the conceptual framework that involved concepts such as systems thinking, shared vision, and team learning. A mini-ethnographic case study design was used to understand how organizational members participated in collaborative practices and how they perceived their organization's vision, collective reflection, and systems thinking. Collected data included personal interviews, observations, and artifacts from one Ohio traditional, suburban, public school district that implemented the Ohio Improvement Process. Inductive and deductive narrative analyses were used to identify literature-identified and emergent themes. Findings included the habits, habitats, and habitudes that support authentic collaboration and social change to advance K-12 continuous improvement efforts.

ISBN: 9798582513605Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

Collaboration

Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems.
LDR:02886nmm a2200385 4500 001 2285154
005 20211129123952.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798582513605
035 $a (MiAaPQ)AAI28317990
035 $a AAI28317990
040 $a MiAaPQ $c MiAaPQ
100 1 $a Foltz-Rea, Lori L. $3 3564440
245 1 0 $a Exploring Systemic Collaboration Across Organizational Strata Within Public Schools' Improvement Systems.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 386 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: B.
500 $a Advisor: Paige, Ronald.
502 $a Thesis (Ph.D.)--Walden University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Despite government policies and reform efforts, the adoption of improvement systems that include collaborative practices has failed to increase student achievement as measured on Ohio's state report cards for public school districts that have implemented the Ohio Improvement Process. Systemic, collaborative practices hold promise, but a gap existed in understanding how members engaged in collaborative practices across the organization. The study's purpose was to qualitatively explore principals', teachers', and district-level administrative members' behaviors, perceptions, and practices across one Ohio school district's three organizational strata associated with teaching and learning to discover how collaborative practices influence continuous improvement. Gronn's leadership distribution theory and Senge's organizational learning theory served as the foundation for the conceptual framework that involved concepts such as systems thinking, shared vision, and team learning. A mini-ethnographic case study design was used to understand how organizational members participated in collaborative practices and how they perceived their organization's vision, collective reflection, and systems thinking. Collected data included personal interviews, observations, and artifacts from one Ohio traditional, suburban, public school district that implemented the Ohio Improvement Process. Inductive and deductive narrative analyses were used to identify literature-identified and emergent themes. Findings included the habits, habitats, and habitudes that support authentic collaboration and social change to advance K-12 continuous improvement efforts.
590 $a School code: 0543.
650 4 $a Educational philosophy. $3 3173367
650 4 $a Systems science. $3 3168411
653 $a Collaboration
653 $a Ohio Improvement Process
653 $a Organizational learning
653 $a School Improvement
653 $a Systems Thinking
653 $a Team Learning
690 $a 0998
690 $a 0635
690 $a 0790
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 82-09B.
790 $a 0543
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28317990